1. 6 13 12 17 9 10 14 7 2 3 4 16 8 11 5 151 18

2. PAF101 PAF 101 “If you don’t measure results, you can’t tell success from failure.” ~ David Osborne & Ted Gaebler Module 4, Lecture 2

3. Agenda Announcements Overview of Benchmarking Speaker from the real world

4. For more information,go to the ‘Cuse Spot Website‘Cuse Spot Website

5. Who we are: A prospective coalition of SU student groups that work directly with youth in the community What we want to do: Be a support system to SU groups working with youth Launch campus-wide campaigns about issues affecting Syracuse youth Collaborate with local non-profits to create large-scale events for youth Seeking student groups on campus who work with Syracuse youth! For more information or to refer us to a student group, contact: Rachel Brown-Weinstock: rmbrownw@syr.edurmbrownw@syr.edu Neha Rauf: nrauf@syr.edunrauf@syr.edu

6. Competition Points As of 3/20/2015 Winners Group #Points 1423 419 1519 1719 118 2 1218 817 1317 1816 7 315 6 9 1115 1615 514 1014 Losers

7. Course Calendar 3/20FriBenchmarking 3/23MonSpeaker – Renee Captor 3/25WedSpeaker – Marissa Mims 3/27FriModule 4 Competition Bring Ex. 8.2 On Class Topic 3/30MonCompetition Debriefing 4/1WedCompetition Debriefing 2 4/3FriModule 4 Due, Introduction to Module 5

8. Overview of Benchmarking 8.1-Provide Historical Data on Societal Problem 8.2-Calculate Percent Change Using Excel 8.3-Decide on Years to Use in Your Benchmarks 8.4-Make a Baseline Forecast 8.5-Setting Your Benchmark 8.6-Use Benchmarks to Support Policy Proposal

9. What is a benchmark? A measureable goal of your societal problem that you hope your policy will achieve

10. Benchmarking Example Great Bathroom Debate 72% Over the top of the roll 25% Under the roll 3% Not discernible What’s the benchmark?

11. What to Benchmark The policy you indicated in Exercise 7.1 A measurable goal for the societal problem you policy seeks to improve.

12. Ex. 8.1: Historical Data One piece of real data at a minimum Provide source for real data and rationale for estimates Print out data source and circle the number Refer to Figure 8.1 on pg. 88 in the Maxwell Manual 4 Years ending in most recent calendar year Where Have You Already Done This?

13. Academic Years Example Enough of this academic year has passed to estimate for the rest of it. The last piece of historical data should be 2013-2014e School YearFirst Year Drop Out Rate 2010-20117.6% 2011-20128.3% 2012-20139.9% 2013-2014e9.1% Source: Office of Institutional Research & Assessment

15. 8.2 Do Percent Change for the following Years: 1. Between the 1 st and 2 nd year 2. Between the 2 nd and 3 rd year 3. Between the 3 rd and 4 th year 4.Between the 1 st and 4 th year Years don’t have to be consecutive but must have same intervals between them

16. Ex. 8.2: How to Calculate Percent Change Percent Change equals [(new figure – old figure) ÷ old figure] x 100 Ex: 15.4% = [(142-123)/123]*100

17. Without Excel between years 1 and 2 (8.2A) With Excel for the chart (8.2B) Here is what the print out will look like if you do it correctly:

18. Ex. 8.3: Deciding on the Years to Use Benchmarks How many years will it take for the policy to have the intended impact? Choose 3 years Can be consecutive or not Benchmark can be the same or not Example: If your policy goes into effect in 2015, start with 2016.

19. Exercise 8.4: Baseline Forecast Forecast if policy does not go into effect Assume what has happened in past will continue (see exceptions on next slide) If pattern has been consistent: use percent change or average percent change to make forecast If historical data has inconsistent pattern: Follow ups and downs, keeping overall percentage change the same

20. Exercise 8.4: Baseline Forecast Cont’d Consider conditions that will change the trend Major outside event (ex: economic growth) Trend approaching outer limit Demographic factors Cyclical pattern

21. Citrus Trendline Figure 8.3- Historical and Forecast Graph for Number of Larcenies per 1,000 Students at Citrus University

22. Exercise 8.5: Choosing Benchmarks Pay close attention to baseline forecast Decide how powerful factors contributing to problem are Estimate strength of government resources in implementing policy Compare to similar areas with similar policies Use authoritative sources

23. Exercise 8.5: Choosing Benchmarks Cont’d Historical, Baseline forecast, and Benchmark Graph for Number of Larcenies at Citrus University per 1,000 students. Policy is training sessions for resident students.

24. Exercise 8.6 Using your Benchmark to support your policy Presentations to players should be short and to the point Create a graph showing trendline, baseline and policy forecast

25. The Trend Line Graph FOLLOW INSTRUCTIONS IN CHAPTER 8!!! Graphs in 8.4 and 8.6 – use the corresponding instructions from the Ch. 8 sections Read directions carefully + pay attention to detail = NO POINTS LOST

26. Trend line/Baseline Graph Historical, Baseline, and Benchmark Graph for Number of Larcenies at Citrus University per 1,000 Students

27. Exercise 8.6c Compare baseline forecast to policy forecast in specific detail Example: If the policy works, the improvement over the baseline will be x% BE REALISTIC

28. 4 Next Class Complete all exercises in Ch. 7 NOW Because 8 is a bear Module 4 due 4/3/15